Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana
The development of creativity through learning is a significant part of Ghana's pre-tertiary education system framework. Achieving the successful implementation of creativity from policy to practice in schools relies on teachers in the local school system, who are shaped by their past teaching...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291122001395 |
| _version_ | 1797845710032338944 |
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| author | Enock Swanzy-Impraim Julia E. Morris Geoffrey W. Lummis Andrew Jones |
| author_facet | Enock Swanzy-Impraim Julia E. Morris Geoffrey W. Lummis Andrew Jones |
| author_sort | Enock Swanzy-Impraim |
| collection | DOAJ |
| description | The development of creativity through learning is a significant part of Ghana's pre-tertiary education system framework. Achieving the successful implementation of creativity from policy to practice in schools relies on teachers in the local school system, who are shaped by their past teaching experiences and the training they have received during initial teacher education (ITE). Using interviews and observation data, this case study explored 16 secondary visual arts teachers' experiences and reflections on their training in relation to creativity and its impact on their current practice. Five themes emerged from an inductive analysis: containment, free expression, self-directed learning, replication of similar ideas and accountability-driven artistic productions. The study recommended both in-service training and ITE need to focus on creativity among other 21st-century skills in order for teachers to effectively implement creativity processes in their pedagogies. Additional measures for improving creativity in facets of ITE and teaching practice are discussed. |
| first_indexed | 2024-04-09T17:43:23Z |
| format | Article |
| id | doaj.art-f164a89a24194cf5b57da9be9ba8462f |
| institution | Directory Open Access Journal |
| issn | 2590-2911 |
| language | English |
| last_indexed | 2024-04-09T17:43:23Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj.art-f164a89a24194cf5b57da9be9ba8462f2023-04-17T04:07:25ZengElsevierSocial Sciences and Humanities Open2590-29112023-01-0171100385Creativity and initial teacher education: Reflections of secondary visual arts teachers in GhanaEnock Swanzy-Impraim0Julia E. Morris1Geoffrey W. Lummis2Andrew Jones3Corresponding author.; School of Education, Edith Cowan University, Perth, AustraliaSchool of Education, Edith Cowan University, Perth, AustraliaSchool of Education, Edith Cowan University, Perth, AustraliaSchool of Education, Edith Cowan University, Perth, AustraliaThe development of creativity through learning is a significant part of Ghana's pre-tertiary education system framework. Achieving the successful implementation of creativity from policy to practice in schools relies on teachers in the local school system, who are shaped by their past teaching experiences and the training they have received during initial teacher education (ITE). Using interviews and observation data, this case study explored 16 secondary visual arts teachers' experiences and reflections on their training in relation to creativity and its impact on their current practice. Five themes emerged from an inductive analysis: containment, free expression, self-directed learning, replication of similar ideas and accountability-driven artistic productions. The study recommended both in-service training and ITE need to focus on creativity among other 21st-century skills in order for teachers to effectively implement creativity processes in their pedagogies. Additional measures for improving creativity in facets of ITE and teaching practice are discussed.http://www.sciencedirect.com/science/article/pii/S2590291122001395CreativityGhanaian initial teacher educationSecondary visual arts |
| spellingShingle | Enock Swanzy-Impraim Julia E. Morris Geoffrey W. Lummis Andrew Jones Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana Social Sciences and Humanities Open Creativity Ghanaian initial teacher education Secondary visual arts |
| title | Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana |
| title_full | Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana |
| title_fullStr | Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana |
| title_full_unstemmed | Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana |
| title_short | Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana |
| title_sort | creativity and initial teacher education reflections of secondary visual arts teachers in ghana |
| topic | Creativity Ghanaian initial teacher education Secondary visual arts |
| url | http://www.sciencedirect.com/science/article/pii/S2590291122001395 |
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